Dinsmore, K., Hirshfield, L., & Fowler, R. (2025) Context of all in which you live: how women engineering students perceive gender-based patterns in teams. In proceedings of the American Society for Engineering Education annual meeting.
Hedberg, L., Carter, C.L., Li, X., Hirshfield, L. & Fowler, R. (2025) Identifying the teamwork challenges and strengths of neurodivergent undergraduate college students. In proceedings of the American Society for Engineering Education annual meeting.
Seider, W.D., Bhamia, S., Dunn, J., El-Halwagi, M., Hanrath, T., Hasan, M.M.F., Hedengren, J., Hirshfield, L., Lin, X., Maravelias, C.T., Piffareria, M., Prescott, S.W., Spicer, P.T., Squires, T.M., Thomas, C.U., Tom, J., Vaeth, K.M., Wisniewski, E., Zavala, V.M. (2025) Teaching chemical product design. Education for Chemical Engineers, 52(3), 101-110.
Barr. C., Dotto, T.A., Restivo, J.G., Said, C., Watchara, R., Hirshfield, L., Wisniewski, E.C., & Lin, X.N. (2024) Implementation of a curricular development project for experiential learning in a senior capstone product design course. In proceedings of the American Society for Engineering Education annual meeting.
Biester, L., Stewart, I., Hirshfield, L., Mihalcea, R., & Pozzi, S. (2023) Lexical measurement of teaching qualities. In proceedings of the American Society for Engineering Education annual meeting.
Hirshfield, L., Fogler, H.S., & Barr, C. (2022) Assessing embedded process safety curriculum within core chemical engineering courses. In proceedings of the American Society for Engineering Education annual meeting.
Hopper, S., Tossas-Betancourt, C., Walczyk, P., & Hirshfield, L. (2022) The implementation and assessment of a social media initiative to increase visibility of LGBTQIA+ individuals in STEM. In proceedings of the American Society for Engineering Education annual meeting.
Barr, C., Hirshfield, L., & Fogler, H.S. (2022) SafeChE: Embedding process safety modules within core ChE courses. In proceedings of the American Society for Engineering Education annual meeting.
Hirshfield, L. & Fowler, R. (2021). It takes one to know one: Co-awareness as mechanism of identifying gendered marginalization. In proceedings of the Research in Engineering Education Symposium.
Keough, M., Hirshfield, L. & Fowler, R. (2021). How male students talk about the female student experience on teams. In proceedings of the American Society for Engineering Education annual meeting.
Beckwith, J.K. & Hirshfield, L. (2021). Motivating factors that encourage rural students to pursue engineering. In proceedings of the American Society for Engineering Education annual meeting.
Fogler, H. S. & Hirshfield, L. (2021). Process safety across the chemical engineering curriculum. American Chemical Society Chemical Health & Safety, 28(3), 183-189.
Hirshfield, L. & Chachra, D. (2021). Complex systems: Interactions between gender and project context on confidence of first-year engineering students. International Journal of Engineering Education, 37(4), 1090-1107.
Hirshfield, L. & Koretsky, M.D. (2021). Cultivating creative thinking in engineering student teams: Can a computer-mediated virtual laboratory help? Journal of Computer Assisted Learning, 37(4), 587-601.
Hirshfield, L. & Fowler, R. (2020). Developing and piloting a survey to assess dissatisfaction of women in student teams. In proceedings of the American Society for Engineering Education annual meeting.
Hirshfield, L., Coller, J. A., Madden, E., & Fowler, R. (2020). Assessing the culture of engineering student project teams. In proceedings of the American Society for Engineering Education annual meeting.
Hirshfield, L., Edington, S., & Dailey, M. (2020). It’s all about the feels: How and why students’ feelings about their engineering program change. In proceedings of the American Society for Engineering Education annual meeting.
Beckwith, J. K. & Hirshfield, L. (2020). First year engineering experience from the rural student’s perspective. In proceedings of the American Society for Engineering Education annual meeting.
Hirshfield, L. & Mayes, H. B. (2019). Incorporating inclusivity and ethical awareness into chemical reaction engineering. Chemical Engineering Education, 53(4), 215-219.
Hirshfield, L. & Chachra, D. (2019). Experience is not mastery: Unexpected interactions between project task choice and measures of academic confidence and self-efficacy in first-year engineering students. International Journal of Engineering Education, 35(3), 806-823.
Hirshfield, L. & Chachra, D. (2019). Comparing the impact of project experiences across the engineering curriculum. International Journal of Research in Education and Science, 5(2), 468-487.
Hirshfield, L. & Fowler, R. (2019). Understanding female students’ dissatisfaction in first-year engineering teams. In proceedings of the Research in Engineering Education Symposium.
Swenson, J. E., Johnson, A. W., Chambers, T., & Hirshfield, L. (2019). Exhibiting productive beginnings of engineering judgment during open-ended modeling problems in an introductory mechanics of materials course. In proceedings of the American Society for Engineering Education annual meeting.
Hirshfield, L. (2018). Equal but not equitable: Self-reported data obscures gendered differences in project teams. IEEE Transactions on Education, 61(4), 305-311.
Hirshfield, L. & Koretsky, M. D. (2018). Gender and participation in an engineering problem-based learning environment. Interdisciplinary Journal of Problem-Based Learning, 12(1), 2.
Hirshfield, L., Dailey, M. M., & Edington, S. (2018). Work in Progress: Common Reading Experience: Assessing the impact on perceptions, identity, and belonging among first-year engineering students. In proceedings of the American Society for Engineering Education annual meeting.
Hirshfield, L., Huang-Saad, A., and Libarkin, J. (2017). Mapping engineering outcomes to the Lean Launch curriculum in the context of design. In proceedings of the American Society for Engineering Education annual meeting. Received 2nd Best New Ideas paper in the ASEE Entrepreneurship Division.
Wisniewski, E. & Hirshfield, L. (2017). Assigning reflection essays in a chemical engineering product design course. In proceedings of the IEEE International Professional Communication Conference.
Steiner, A., Hirshfield, L., Chachra, D., & Finelli, C. (2016). Investigating task choice in first-year engineering team projects. In proceedings of the American Society for Engineering Education Annual Meeting.
Hirshfield, L. & Wisniewski, E. (2016). Teaching entrepreneurial communication in a chemical engineering product design capstone course. In proceedings of the IEEE International Professional Communication.
Fisher, K. Q., Hirshfield, L., Siebert-Evenstone, A., Arastoopour, G., & Koretsky, M. (2016). Network analysis of interactions between students and an instructor during design meetings. In proceedings of the American Society for Engineering Education annual meeting.
Miller, E., Hirshfield, L., & Chachra, D. (2016). Classifying dissatisfaction: Student perspectives on teammate performance. In proceedings of the American Society for Engineering Education annual meeting.
Hirshfield, L. & Chachra, D. (2015). Task choice, group dynamics and learning goals: Understanding student activities in teams. In proceedings of the IEEE Frontiers in Education annual meeting.
Hirshfield, L., Chachra, D., & Finelli, C.J. (2015). Structuring team projects to improve engineering self-efficacy. In proceedings of the Research in Engineering Education Symposium.
Hirshfield, L., Chachra, D., Finelli, C.J., & Goodman, J. (2015). Relating project tasks in design courses to the development of engineering self-efficacy. In proceedings of the American Society for Engineering Education Annual Meeting.
Hirshfield, L., Whinnery, J., Gilbuena, D. & Koretsky, M.D. (2014). A study of feedback provided to student teams engaged in an open-ended project. In proceedings of the American Society for Engineering Education Annual Meeting.